Objectives (5 - 7 minutes)

1. Understand the concepts and characteristics of totalitarian regimes: Students should be able to identify and differentiate the main totalitarian regimes of the 20th century, including nazism, fascism, communism, franquism, and salazarism, understanding the ideas and political practices that define them.

2. Analyze the social and political implications of totalitarian regimes: Students should be able to analyze how these regimes shaped the societies in which they emerged, considering aspects such as propaganda, censorship, persecution, and suppression of individual freedoms.

3. Reflect on the relevance of totalitarian regimes today: Students should be able to establish connections between the characteristics and consequences of the studied totalitarian regimes and contemporary political and social challenges.

   • Secondary objectives:

     • Develop research and analysis skills: Students will be encouraged to conduct complementary research to deepen their understanding of the topic and develop research and analysis skills.

     • Promote discussion and critical thinking: Through classroom activities, students will be encouraged to participate in discussions, questioning and reflecting on the topics covered.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher starts the lesson by briefly reviewing the main historical events that preceded the rise of totalitarian regimes, such as World War I, the 1929 Crisis, and the rise of authoritarian regimes in Europe. This review is essential for students to understand the context in which these regimes emerged and consolidated.

2. Problem situations: The teacher presents two situations that arouse the interest and curiosity of the students:

   • Situation 1: 'Imagine that you live in a country where the government controls every aspect of life: what you can think, what you can say, what you can wear. What would your life be like in this country?'.

   • Situation 2: 'Suppose that, in an election, a candidate with hate speeches and promises to solve all the country's problems once and for all is elected. How do you think society and politics in your country would be affected?'.

3. Contextualization: The teacher explains the importance of studying totalitarian regimes, highlighting how these historical events shaped the world we live in today. For example, he may mention how the ideas and tactics used by these regimes are still present in different forms in contemporary politics.

4. Introduction to the topic: The teacher then introduces the topic of the lesson, presenting the totalitarian regimes that will be studied and giving an overview of their characteristics. He may share some curiosities or interesting stories about each regime to capture the students' attention:

   • Curiosity 1: 'Did you know that during Nazism in Germany, the government promoted a policy of 'racial cleansing' that resulted in the genocide of millions of people, including Jews, Gypsies, homosexuals, and people with disabilities?'.

   • Curiosity 2: 'And in the Soviet Union, under the communist regime, the government collectivized agriculture, leading to a great famine that killed millions of people. This was one of the greatest human catastrophes of the 20th century, but many of us have never heard of it.'.

Development (20 - 25 minutes)

1. Activity 1: 'Creation of a totalitarian manifesto' (10 - 12 minutes)

   • Group division: The teacher divides the class into groups of 4 to 5 students and assigns each group one of the studied totalitarian regimes (nazism, fascism, communism, franquism, and salazarism).

   • Activity description: Each group must create a 'totalitarian manifesto' for the assigned regime. The manifesto should include a description of the main ideas and objectives of the regime, as well as a proposal on how the group would 'control' society.

   • Materials needed: Paper, colored pens, magazines (for cutting out images and words), glue.

   • Development: Students will have a set time to discuss and prepare the manifesto. They can use the available materials to create posters, collages, or any other form of presentation they consider appropriate.

   • Presentation: After the set time, each group presents its manifesto to the class. The teacher should encourage the participation of all group members in the presentation.

2. Activity 2: 'Debate on the legitimacy of totalitarian regimes' (10 - 13 minutes)

   • Preparation: The teacher prepares a list of arguments in favor and against totalitarian regimes. The arguments should be based on the ideas and practices of the studied regimes.

   • Group formation: Students are divided into two groups: one in favor and one against totalitarian regimes.

   • Activity description: Each group must use the provided arguments to prepare a defense of their position. They should consider not only the ideas and objectives of the regimes, but also the social and political consequences of their policies.

   • Development: Students will have a set time to discuss and prepare their arguments. The teacher should move around the room, assisting the groups, clarifying doubts, and ensuring that the discussion is productive and respectful.

   • Debate: After the set time, the groups present their arguments in a debate format. The teacher should moderate the discussion, ensuring that all students have the opportunity to speak and that the discussion is respectful and constructive.

3. Activity 3: 'Analysis of primary sources' (5 - 7 minutes)

   • Preparation: The teacher prepares a selection of primary sources related to the studied totalitarian regimes. The sources may include leaders' speeches, laws and decrees, propaganda posters, newspaper articles, etc.

   • Activity description: Students, now individually, must analyze the provided sources and answer questions about them. The questions should encourage students to reflect on the ideas and practices of the totalitarian regimes and on how these ideas and practices were communicated to society.

   • Development: Students will have a set time to analyze the sources and answer the questions. The teacher should move around the room, assisting students, clarifying doubts, and ensuring that the activity is productive.

Return (8 - 10 minutes)

1. Group discussion (3 - 4 minutes)

   • The teacher gathers all students and promotes a group discussion on the solutions or conclusions found by each group during the activities 'Creation of a totalitarian manifesto' and 'Debate on the legitimacy of totalitarian regimes'.

   • Each group will have up to 2 minutes to share their main ideas. The teacher should encourage the participation of all students and, if necessary, moderate the discussion to ensure that it is respectful and productive.

2. Connection with theory (2 - 3 minutes)

   • The teacher then makes the connection between the practical activities and the theory presented at the beginning of the lesson. He highlights how the activities helped deepen students' understanding of the totalitarian regimes and the social and political implications of these regimes.

   • For example, he can point out how the exercise of creating a totalitarian manifesto allowed students to explore more deeply the ideas and objectives of the studied regimes, while the debate provided an opportunity to consider different perspectives on the legitimacy of these regimes.

3. Individual reflection (2 - 3 minutes)

   • Finally, the teacher proposes that students reflect individually on what they learned during the lesson. He asks the following questions and gives a minute for students to think and write down their answers:

     1. 'What was the most important concept you learned today?'.

     2. 'What questions have not been answered yet?'.

   • After the given time for reflection, the teacher can ask some volunteers to share their answers with the class. This will not only allow the teacher to assess students' understanding but also open space for any misunderstandings to be clarified.

   • The teacher should encourage students to continue thinking about these questions after the lesson, as this will help consolidate what they have learned and identify areas that may need further study.

Conclusion (5 - 7 minutes)

1. Summary of key points (2 - 3 minutes)

   • The teacher summarizes the main points discussed during the lesson, reinforcing the concepts and characteristics of the studied totalitarian regimes, as well as the social and political implications of these regimes.
   • For example, he can recap the main ideas and objectives of each regime, the main totalitarian practices used, and the consequences of these practices for the societies in which they were applied.
   • The teacher should ensure that all students understand these key points before moving on to the next steps.

2. Connection between theory, practice, and applications (1 - 2 minutes)

   • The teacher highlights how the lesson connected the theory of totalitarian regimes with practice, through the activities of creating a manifesto and debating, and with applications, through reflection on the relevance of these regimes to the present day.
   • For example, he may mention how the activity of creating a manifesto allowed students to explore more deeply the ideas and objectives of the studied regimes, while the debate provided an opportunity to consider different perspectives on the legitimacy of these regimes.
   • Additionally, the teacher can reinforce the importance of understanding these regimes to comprehend contemporary political and social challenges.

3. Extra materials (1 - 2 minutes)

   • The teacher suggests extra materials for students who wish to deepen their understanding of totalitarian regimes. These materials may include: books, documentaries, films, educational websites, etc.
   • For example, the teacher may recommend reading George Orwell's '1984' to better understand how totalitarianism works, or watching the documentary 'The Nazis: A Warning from History' to learn more about nazism.
   • When suggesting these materials, the teacher should ensure they are accessible and appropriate for the students' age and level of understanding.

4. Importance of the topic for everyday life (1 minute)

   • Finally, the teacher emphasizes the importance of the lesson's topic for students' daily lives. For example, he may mention how understanding totalitarian regimes can help students become more informed and active citizens, capable of recognizing and resisting authoritarian tendencies in their own communities and societies.
   • Additionally, the teacher can highlight how the critical analysis of totalitarian regimes can help students develop valuable skills, such as critical thinking, empathy, historical understanding, and appreciation for diversity and freedom.